Contemporary Philippine Arts in the Region

Topic:
Various Arts Form In the Philippines
 INSTRUCTIONAL PLANNING

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning D.O. #42, s. of 2016)
DETAILED LESSON PLAN (DLP) FORMAT

GRADE
SCHOOL Cogon National High School Grade 12Moonstone
LEVEL
LEARNING Contemporary Philippine arts from the.
TEACHER Jorge C. Cacdac Jr.
AREA Regions
TIME & 8:30-9:30 am
QUARTER 3rd Quarter
DATE February 5-9 2024

I OBJECTIVES

A. Cognitive The learners will demonstrate an understanding of various art forms in the
Philippines and their significance in the cultural heritage of different
regions.

B.Affective The learners will be able to appreciate and value the diversity of Philippine
art forms and their role in portraying the country’s rich cultural heritage.

C.Psychomotor At the end of the lesson, the learners should be able to:
1. Identify and describe different art forms in the Philippines Analyze
the significance of various art forms in representing the cultural
identity of different regions

II.CONTENT Various Art Forms in the Philippines

III. LEARNING RESOURCES

A References

1. Teacher’s Session Guide Page

2. Learner’s Material Page E-Training Module-Deped Portal

3. Additional Materials form Powerpoint Presentation, Internet Connection, Printed Artworks, Coloring
Learning Resources (LR) Portal Materials, Bond Paper, Cellphone or Laptop, Internet Connection

4 Others

IV. PROCEDURES

Introductory Activity *Preliminary Activities:

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  Prayer
 Greetings
 Attendance

Review Ask the learners on the following:

•What was the previous lesson discussed?

•What was the important lesson you realized or learned from the
previous topic?

A. Activity (Review of In the previous lesson, we defined Contemporary art as the art of today, produced
previous lesson/s or by artists who are living in the twenty-first century.
presenting the new lesson)

There are various art forms in the Philippines. The seven major forms are:

1.VISUAL ARTS

2.LITERATURE

3.MUSIC

4.THEATER

5.FILM

6.DANCE

7.ARCHITECTURE

B. Analysis (Presenting
examples/ instances of the
new lesson) Picture Analys
- The picture depicts a scene in a
Roman gladiatorial arena where dead
and dying slaves were stripped of
their armor and awaited disposal.

- Analyzing the painting, we can see

the brutality and inhumanity of the
scene, reflecting the dark side of
history"The
andSpoliarium"
society. by Juan Luna

- This painting reflects the theme of oppression, struggle, and the harsh realities

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of life, which resonates in different societies around the world.

Guide questions:

1. What themes do you see in the painting?

2. How does this painting reflect the social issues and struggles of society back
then?

3. How do you think this painting would be perceived in different cultures or

societies today?

Traditional Filipino Tinikling Dance Performance

The picture shows

dancers performing the
Tinikling dance,a
popular traditional dance
in the Philippineswhere
dancers mimic the
movements of tikling birds dancing among bamboo traps.

Analyzing the dance, we

can see the agility, coordination, and skill required to perform the intricate
footwork and movements.

This dance reflects the cultural heritage, folk traditions, and values of the
Philippines, showcasing the beauty and grace of their dance forms.

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 Guide Questions:

How does the Tinikling dance reflect the cultural identity and traditions of the
Philippines?

What skills and values are promoted through traditional dances like the Tinikling?

How can traditional dances like the Tinikling be preserved and promoted in
modern society?

C. Abstraction (Making
Generalizations about the
lesson) Painting

-Introduces by the Spaniards during the 16th century

-Spaniards use paintings as religious propaganda-

-Water color paintings – increased and the subject matter of paintings began to
include landscapes, Filipino inhabitants, Philippine fashion, and government
officials.

-Portrait paintings – featured the painters themselves, Filipino jewelry, and native
furniture

Landscape paintings – featured artists’ names painted ornately as well as

day-to-day scenes of average Filipinos portaking in their daily tasks.

Visual Arts-Spoliarium painting of Juan LunaPlanting Rice of Fernando

Amorsolo

DANCES DANCE BY FILIPINOS Cordillera and tribal dance

1. Banga – illustrates the grace and strength of women in the Kalinga

tribe. Womenperforming the Banga balanceheavy pots on their
headswhile dancing to beat ofwind chimes.
2. Lumagen or Tachok– is performed to celebrate happy occasions.
When Lumagen is performed,kit is meant to symbolize flying birds
and is musically-paired to the beat of gongs.
3. Bendayan/Bedian- Also popularly called Bendian,
thiscircledanceof theBenguetof MountainProvince is restaged,
keeping true tothedance'scontext and meaning. Longknown as
adanceto celebrate thearrival of successful headhunters,
theBendayan has taken a new face.

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4. Manmanok- is adancethat dramatizes three roosters from the Bago
Tribe who compete against one another to be able to get the
attention of a hen, Lady Lien. ... Tachok is a Kalinga
FestivalDancethat is performed by unmarried Kalinga womenwho
imitate the movement of the flight of birds as they move through
the air.
5. Raragsakan is an adaption of a tradition in which Kalinga women
gather andprepare for a budong or peace pact. ... Thisdanceportrays
the walk of theindustrious Kalingga women, caring water pots on
their heads and wearing thecolorful hand-woven "blankets of life"
around their necks.
6. . Salisid – is the dance to show courtship. Inthe salisid dance, a
male and female performerrepresent a rooster tempting to attract a
hen.
7. Malakas at Maganda– is a national folk dance. It tells the story of
the origin ofthe Filipino people on the islands
8. Kadal Blelahliterally means “Blilah Dance”. Blilah is a bird
specie that has inspired the Tiboli people in this dance. The flight
of the Blilah birds is depicted in this dance. The gitlong (also called
malong) slung around the neck is used to signify wings.
9. Kadal Tahaw Tiboli dance is the south cotabato in a tribal dance
performed by Tiboli tribe, this dance that mimics the hopping and
flying behavior of Tahaw bird is performed to celebrate good
harvest
10. Binaylanis a Higaonon and Agusanon Manobo tribaldancethat
depicts the movement of a hawk, a hen, and her banog or baby
chicks. The tribe killed the sacred and powerful hawk which tried
to capture one of the chicks.
11. Dugso is a ceremonialdanceamong the Manobo people in
Bukidnon, Agusan andMisamis Oriental . TheDugso(also Dugsu) is
usually performed during important occasionslike kaliga (feasts) or
kaamulan (tribal gatherings)

Traditional Filipino dances

1. Muslim

a. Singkil (or Sayaw sa Kasingkil) is a famous dance of the

Maranao people of Lake Lanao, which was popularized by the
Bayanihan Philippine National Folk
Dance Company. ... Singkil means to entangle the feet with
disturbing objects such as vines or anything in your path.

2. Rural/Spanish stye dance

a. Tinikling – take 2 long bamboo sticks arranged in a tic-tac-toe

pattern in whichthe dancers exploit every position of these clashing
stick. Is identifieable with the use of umbrellas and silk cloting. The
Tiniklingis a Philippine dance which involves two individual
performers hitting bamboo poles, using them to beat, tap, and slide
on the ground, in co-ordination with one or more dancers who steps

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over and in between poles.

b. Binasuan is a folk dance that originated in Bayambang,

Pangasinan,. The word “binasuan” means “with the use of drinking
glasses.” The dancers balance glasses on their heads and in their
hands as they move. The glasses are filled with rice wine, which
makes any misstep a messy mistake.

c. Cariñosa The Cariñosa (meaning loving or affectionate one), is

a Philippine national dance from the María Clara suite of Philippine
folk dances, where the fan, and handkerchief plays an instrument
role as it places the couple in romance scenario.

Kuradang(Visayas)

is a lively festival dance performed during fiestas, wedding,

baptismal parties and other occasions that call for a celebration.
The Kuradang could have been derived from the archaic Waray
word kurandang or kudangdang which literally means
"overdressed".

Kappa Malong malong Dance (Mindanao) also called Sambi

sa Malong, is a dance that originates from the Maranao tribes of
Mindanao in the Philippines. The dance shows the many ways of
wear-ing a 'malong', a simple tubular yet highly-functional piece of
cloth. ... In death, the lifeless body is once again wrapped in
a malong.

Pandanggo sa ilaw (Luzon) is a very popular folk dance in the

Philippines. It is said to have originated from Mindoro, the seventh-
largest island in the Philippines. This dance of lights simulates
fireflies at dusk and at night.

Weaving noun the craft or action of forming fabric by interlacing

threads. "cotton spinning and weaving was done in mills"

Weaving -to forma (cloth) by interlacing strands

 Fabrics
 Abaca
 Pineapple
 Cotton Bark
 Cloth

Sculpture a piece of art that is made by carving or molding. From

the transitional craving of anitos to the santos to Christ and down to

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the saints, Filipinos find it rather not difficult as they are already
familiar with the ways of the wood.
Pottery – the art or making objects out of
activity of clay

 Clay/Mud
 Ceramic jars
 Water vessels
 Plates

Other forms –(poetry) – poetry-writing that formulates a

concentrated imaginative awareness of experience in language
chose and arranged to create a specific emotional response through
meaning, sound and rhythm.

MUSIC INSTRUMENTS OF FILIPINOS USED

1. The flat gong commonly known as Gangsa and played by the

groups in the Cordillera region of the bossed gongs played among
the Islam and animist groups in the Southern Philippines.

2. Solibao is hallow wooden Igorot drug topped with pig skin or

lizard skin this is played by striking the drum head using the palm
of the hand.

3.Tongatong is a bamboo percussion instrument used by the people

of Kalinga to communicate with spirits during house blessings. It is
made of bamboo cut in various lengths. When you hit it against soft
earth a certain drone reverberates though the instrument’s open
mouth. When an entire set of Tongatong is played in interloping
rhythm and prolonged with the tribal chanting, it could put the
audience and the dancers in a trance.

4.Diwdiw-as is 5 or more different size of slender bamboo that is

tied together.

5.Saggeypoit is a bamboo pipe that is closed on one end by a node

with the open endheld against the lower lip of the player as he

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 blows directly across the top. The pipe can be played individually
by one person or in ensembles of three or more.

6.Bungkaka - Bamboo buzzer

7. Kulintang - refers to the gong and drum ensemble indigenous to

the Sulu and Mindanao islands in the southern Philippines and
northern Borneo. The ensemble is named after the principal kettle
gong instrument.
8.Rondalla is performed on ensembles comprising mandolin
instruments of various sizes called banduria composed on the
Iberian tradition.

9. Ulibaw- bamboo jaw’s harp o Southern Islands.

10. Kalaleng or Tongali(nose flute) - long and has a narrow

internal diameter, it is possible to play different harmonics through
over blowing—even with the rather weak airflow from one nostril.

11.Kullitong- polychordal bamboo tube zither

SONGS PLAYED BY FILIPINOS

1. OPM (Original Pilipino Music) - originally referred

only to Philippine pop songs, particularly ballad.
2. Harana and Kundiman - In the
1920s Harana and Kundiman
became more mainstream musical
styles.
D. Application (Developing Their will be group activity( 2 Groups only). The students will have the
mastery) opportunity to apply their newly acquired knowledge and skills in
developing mastery in various art forms found in the Philippines. The
activity will be a theater play performance that showcases different art
forms in just five minutes.

Here's how the activity will be structured:

1.Collaboration: Students will work in small groups to develop their

theater play. Each group will have members with different talents such as
dancers, musicians, actors, and visual artists to ensure a diverse range of
art forms are incorporated into their performance.

2. Performance: Each group will have five minutes to perform their theater
play in front of their peers and teacher. The performance will showcase
different art forms found in the Philippines such as traditional dances like
tinikling or sayaw sanghiyaw, music like kulintang or kundiman, acting,
and visual arts.

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 3. Feedback and Reflection: After each group's performance, the teacher
will provide feedback and constructive criticism to help students improve
their skills and mastery in the various art forms they have incorporated into
their theater play. Students will also have the opportunity to reflect on their
own performance, identify areas for improvement, and share their
experiences with their peers.

This on-the-spot activity will help students apply their newly acquired
skills and knowledge in developing mastery in various art forms found in
the Philippines in a fun and engaging way. It will also provide them with
the opportunity to showcase their talents, creativity, and cultural awareness
to their peers and teacher.

E. Valuing (Finding practical Presentation: Process Learning Outputs

applications of concepts and
"Now it's time for us to see how each group will showcase their results. How do
skills in daily living)
you all feel about the activity, class!

F. Evaluation (Assessing Assessment Time!

Learners) .

IDENTIFICATION: : Write you answer on a separate sheet

1.Art which is continuously in process and continues to be produced

during
our lifetime is Contemporary Art.
2.Simultaneously reflects the realities and values of our society, its
variety
portrays the mosaic of our cultural diversity is Culture.
3.Process by which the artist creates by means of movement, space,
spontaneity, and the uniqueness of the movement is _Dance.
4.Dramatic text is portrayed on stage by actors and actresses and are
enhanced by props, lights and sound.True or False

G. Agreement (Additional
activities

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation

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 C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson

D. No. of learners who continue

to require remediation

E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by: Approved by:

Ma. Celeste Rose C. &

Kyle Bonggo Mr, Jorge Cacdac Jr. EMMA B. MENIRVA
Reporters CPAR
Subject Teacher II Teacher-In-Charge SHS

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